Outcome 1: Education
This Outcome has six work programmes:
- Curriculum, Progress and Achievement
- Government reform of the Tomorrow's Schools System (Tomorrow's Schools)
- NCEA Review
- Learning Support Action Plan
- TEC work plan for improving outcomes for disabled learners in tertiary education
- Reform of Vocational Education (RoVE)
Ministry of Education: Curriculum, Progress and Achievement
Overall status: Off track - but low risks/issues
Progress against plan for the period
|
Actions that were planned for 1 January 2020 to 30 June 2020 |
Actions completed in the period |
Note any impacts from COVID-19 |
Status |
|---|---|---|---|
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Updating Te Marautanga o Aotearoa (TMoA):
|
|
|
On track with minimal risks/issues |
|
Updating the NZ Curriculum (NZC), through research and sector engagement to:
|
Sector engagement (including disability voices) on scope of potential change completed. Engagement on process partially completed. |
Advice to Minister and Cabinet deferred until early 2021 |
On track with minimal risks/issues |
|
NZC Curriculum Progress Map (learning progressions):
|
Prototype developed and refined; including expert and sector consultation (including disability experts) |
Term 2 trial postponed to Term 3 |
On track with minimal risks/issues |
|
TMoA He Tirewa Ako (learning progressions):
|
Draft learning progressions developed and testing with the sector, including psychometric testing |
|
On track with minimal risks/issues |
|
Records of Learning (RoL - English and Maori medium):
|
Draft build requirements development and sector requirements workshop agenda/materials developed (one of three planned workshops held before COVID lockdown) |
Sector engagements planned for Q2 postponed; yet to be rescheduled |
On track with minimal risks/issues |
Ministry of Education: Government reform of the Tomorrow's Schools System
Overall status: on track with minimal risk
Progress against Plan for the period
|
Actions that were planned for 1 January 2020 to 30 June 2020 |
Actions completed in the period |
Note any impacts from COVID-19 |
Status |
|---|---|---|---|
|
New objectives that Boards must give effect to Te Tiriti o Waitangi and relevant student rights (legislative provision) |
Legislative work to give effect to policy decisions through the Education and Training Bill |
|
On track or ahead |
|
Children's Commissioner to commence review of learners' participation in school governance |
Work on the review has commenced |
Some delay in engaging with students due to Lockdown |
On track with minimal risks/issues |
|
Implement Learning Support Action Plan 2019-2025 |
[Refer to separate update] |
|
|
|
Shaping Leadership Advisor roles to provide support to boards and principals (dependent on policy and budget decisions) |
Initial policy and design work commenced |
Some work deferred due to staff and resources being diverted to COVID-19 response |
On track with minimal risks/issues |
|
Invite the Teaching Council to establish a Leadership Centre |
Teaching Council invited to establish a Leadership Centre |
|
Complete |
|
Establish an Education Service Agency and re-design the Ministry of Education (dependent on Budget decisions) |
Early organisational design work commenced, including engagement with key stakeholders |
Some work deferred due to staff and resources being diverted to COVID-19 response |
On track with minimal risks/issues |
|
National Strategy for school network planning - National Education Growth Plan (dependent on policy and Budget decisions) |
This work is ongoing |
Some work deferred due to staff and resources being diverted to COVID-19 response |
On track with minimal risks/issues |
|
Strengthen collaborative networks across the system (dependent on policy and Budget decisions) |
Early policy work commenced |
Some work deferred due to staff and resources being diverted to COVID-19 response |
On track with minimal risks/issues |
Narrative – Any celebrations? What is going well? What is being learned? Any impacts?
Responding to COVID-19 has required the Ministry of Education and sector to work together in different ways alongside families, whānau and Māori to meet the needs of learners, including those with disabilities and/or learning support needs. This has fostered a greater sense of collaboration and cooperation and helped to build trust and strengthen relationships. These behaviours are consistent with the ambitions and intent of the Tomorrow's Schools reforms and will help to reset how the education system operates going forward.
Note any impacts on inequities, particularly among disabled Māori, Pacific Peoples, women and children
While New Zealand's current education system performs well for some groups of leaners, it needs to work better for learners/ākonga with disabilities and/or learning support needs. The education system has failed to address the persistent disparities in education outcomes and continues to underserve key groups of learners/ākonga. For many learners and their families, including those with disabilities and/or learning support needs, these disparities have been exacerbated by COVID-19. The Government response to the reform of the Tomorrow's Schools system seeks, amongst other things, to address these issues by strengthening the whole system in order to better serve those who are disadvantaged. This includes working to improve equitable access, success and employment outcomes for those with disabilities and/or learning support needs.
Ministry of Education: NCEA Review
Overall status: On track or ahead
Progress against Plan for the period
|
Actions that were planned for 1 January 2020 to 30 June 2020 |
Actions completed in the period |
Note any impacts from COVID-19 |
Status |
|---|---|---|---|
|
Review of Achievement Standards begins: New Achievement Standards are to be accessible by design |
|
The Review has been rescheduled due to COVID-19 |
On track or ahead of revised schedule |
|
Review of Achievement Standards begins: Disability and Learning Support NCEA Panel established |
Panel established; initial guidance provided to Ministry. |
|
On track or ahead |
Ministry of Education: Learning Support Action Plan
Overall status: On track or ahead
Progress against Plan for the period
|
Actions that were planned for 1 January 2020 to 30 June 2020 |
Actions completed in the period |
Note any impacts from COVID-19 |
Status |
|---|---|---|---|
|
LSAP Priority 1 - LSCs |
Achieved. 94% of roles have been filled |
|
On track or ahead |
|
LSAP Priority 1 - LSCs |
Achieved.
|
Some delays in delivering Professional Learning and Development activities and resources. |
On track or ahead |
|
LSAP Priority 1 - LSCs |
Achieved |
Some delays due to COVID-19 impacts on schools. Timeline re-set |
On track with minimal risks/issues |
|
LSAP Priority 1 - LSCs |
Budget allocations on track (1006 schools) |
Progress on agreeing LSC projects for accommodating schools for both state and state integrated schools by 30 June 2020 has been impacted by other priority school and property initiatives (in particular the School Investment Package), COVID-19 and market capacity |
On track with minimal risks/issues |
|
LSAP Priority 1 - LSCs |
First pilot with a Learning Support cluster of schools is underway. |
|
On track with minimal risks/issues |
|
LSAP Priority 2 - Early Identification |
Development and hui with stakeholders and schools |
Some delays due to COVID-19 impacts on schools. Timeline re-set |
On track with minimal risks/issues |
|
LSAP Priority 4 - Neurodiversity |
Dyslexia kete launched by Minister in Feb 2020 at Induction forums |
|
On track or ahead |
|
LSAP Priority 3 - Early Intervention |
Achieved. Relationship and support for the work is ongoing |
Some delays due to COVID-19 priorities |
On track with minimal risks/issues |
|
LSAP Priority 3 - Early Intervention |
At 30 June 2020 there were 1567 children waiting for early intervention support, which is 1147 fewer than the number of children waiting on 30 June 2019. |
The number of new requests for support dropped significantly during COVID lockdown conditions, which has further reduced the overall waiting list. |
On track with minimal risks/issues |
|
LSAP Priority 3 - Early Intervention |
The process evaluation has been approved |
Covid-19 response will delay start date of 2020/21 process evaluation. |
On track with minimal risks/issues |
|
LSAP Priority 3 - Early Intervention |
Learning support awareness campaign delivered nationally. |
Planning alongside Te Kōhanga Reo National Trust to identify opportunities to respond to and recover from Covid-19. |
On track with minimal risks/issues |
|
LSAP Priority 3 - Early Intervention |
Achieved. Relationship and support for the work is ongoing |
Some delays due to COVID-19 priorities |
On track with minimal risks/issues |
|
LSAP Priority 4 - Neurodiversity |
Achieved. Literature review delivered and published. |
Some delays in stakeholder engagement due to COVID-19 |
On track with minimal risks/issues |
|
LSAP Priority 4 - Neurodiversity |
Commenced. Discussion will be ongoing. |
Some delays in stakeholder engagement due to COVID-19 |
On track with minimal risks/issues |
|
LSAP Priority 4 _ Neurodiversity |
Achieved. RTLit manual refresh well underway, with refreshed and combined manual due at end of July. |
|
On track with minimal risks/issues |
|
LSAP Priority 5 - Gifted |
Identification and training approach deferred to next quarter as Ministry focuses on direct support of learners as part of COVID-19 response. |
Some delays due to COVID-19 priorities |
|
|
LSAP Priority 5 - Gifted |
Procurement of Māori medium events and opportunities deferred to next period as Ministry focusses on direct support for learners as part of COVID-19 response. |
Some delays due to COVID-19 priorities |
|
|
LSAP Priority 5 - Gifted |
Created six resource modules |
|
On track or ahead |
|
LSAP Priority 5 - Gifted |
Awards for extension education provided twice yearly |
|
On track or ahead |
|
LSAP Priority 5 - Gifted |
Teacher Awards for Postgraduate Diploma: gifted endorsement details finalised. |
|
On track with minimal risks/issues |
|
LSAP Priority 6 - Students at Risk of Disengaging |
Preliminary work undertaken, but no further funding for redesign |
|
|
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LSAP Priority 6 - Students at Risk of Disengaging |
|
|
On track with minimal risks/issues |
|
Māori medium education |
Discussions continue with TRN particularly around any PLD support on a national level for LSC Kura Kaupapa Māori. |
Some delays due to COVID-19 priorities |
|
|
Programme Stakeholder Engagement |
Engagement undertaken with
|
Some delays due to COVID-19 priorities |
On track with minimal risks/issues |
Narrative – Any celebrations? What is going well? What is being learned? Any impacts?
Appointment and Induction of the new LSC role was a substantial achievement. More than 600 LSCs are now working in Learning support clusters all over New Zealand, to coordinate access and delivery of Learning Support services to students.
The Kohanga reo awareness campaign was a success and provided a strong relationship model for further engagement and development alongside Te Kohanga Reo National Trust.
Launch of the Dyslexia kete of resources was a first in New Zealand, providing guidance and advice for LSCs and teachers on the identification of dyslexia-type traits.
Note any impacts on inequities, particularly among disabled Māori, Pacific Peoples, women and children
Tamariki benefit from the Kohanga Reo awareness campaign, which has significantly strengthened knowledge of and experience with the Early Intervention service.
Tertiary Education Commission (TEC): TEC work plan for improving outcomes for disabled learners in tertiary education
Overall status: Off track - but low risks/issues
|
Actions that were planned for 1 January 2020 to 30 June 2020 |
Actions completed in the period |
Note any impacts from COVID-19 |
|---|---|---|
|
Introduce mandatory disability action plans as a SAC funding requirement for TEO’s (via SAC funding conditions). And provide support material to enable this. |
Not completed. |
Introduction of mandatory DAPS has been pushed out one year as COVID-19 pressures and responses meant tertiary organisations have not been available to work on this, and other workstreams which feed into this were also delayed. |
|
Capture more data around disabled learners – equity template report April/May 2020 |
Delayed. Reporting will now be sought in August 2020, for analysis Oct 2020. No risk to overall work and data collection project. |
Delayed as COVID-19 pressures and responses meant tertiary organisations have not been available to work on this |
|
Partnering with TEOs to understand what they are doing to support disabled learners. (ongoing for life of programme) |
As required for work and COVID-19 response. |
Nil |
|
Establish governance, working group and hire contractors for Kia Ōrite re-development |
Action has been completed. Overall project is delayed. |
Resource delivery delayed by approx. 4 months as COVID-19 pressures and responses meant tertiary organisations have not been available to work on this |
|
Disability Action Plan for the TEC - finalise and move to business as usual |
Delayed. Now to be completed Aug/Sept 2020. |
Delayed due COVID-19 pressures |
|
Pilot student journey mapping for disabled students (as part of Learner Success work) |
No longer necessary as this information has been collected in other formats. |
N/A |
|
Partnering with disability action / peak bodies to access their knowledge in this area and find opportunities for partnership projects to support learners. |
We have worked effectively with People First to support an initiative around university access for people with learning disability. |
Project delayed due COVID-19 pressures and subsequent funding constraints. |
Narrative – Any celebrations? What is going well? What is being learned? Any impacts?
TEC is pleased with the progress we have been able to make, considering the impacts of COVID-19 on the tertiary education sector and our other partner organisations. We have worked well with TEO's during the months of pandemic response and the sector is committed to progressing these projects as soon as practical (i.e. as soon as they can release resources to participate). In the last few weeks of July we have swung back into full engagement on these work areas.
Ministry of Education: Reform of Vocational Education (RoVE)
Overall status: On track or ahead
|
Actions that were planned for 1 January 2020 to 30 June 2020 |
Actions completed in the period |
Note any impacts from COVID-19 |
Status |
|---|---|---|---|
|
Legislate a Charter for the NZIST (within the Education (Vocational Education and Training Reform) Amendment Bill) |
Legislate a Charter for the NZIST (within the Education (Vocational Education and Training Reform) Amendment Bill) |
No COVID-19 impact |
|
Narrative – Any celebrations? What is going well? What is being learned? Any impacts?
The Minister of Education has agreed to the proposed approach and next steps for the Unified Funding System (UFS), including further work on how best to ensure support for disabled learners and people with additional learning support needs through the UFS.
Read the full report for January to June 2020
- Download the full report as a Word document [DOCX, 1.2 MB]
- Download the full report as a PDF [PDF, 638 KB]
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